Where else can we learn then? Non-formal spaces for teacher training for ICT in Ethiopia
This research seeks to explore factors that makes secondary school teacher trainees and even current teachers attend private computer institutes. Since 2010, the Ethiopian government has raised a qualification requirement for secondary school teachers. Ten selected public universities have provided additional year of professional teacher development which is called Postgraduate Diploma in Teaching (PGDT). Although PGDT possesses a separate module for ICT implementation for teaching practice, Instructional Technology, trainees have not been satisfied with the module. On this account, the research aims to investigate Instructional Technology module and find how trainees are equipped ICT-related knowledge from the university. Above all, it seeks to find factors that trainees are dissatisfied within university teacher training related to IT module. Then, this research focuses upon private institutes where provide ICT class and compare differences in curriculum and learning environment between university and private institute. By examining different factors, this research would answer what make trainees and teachers spend their extra time on learning ICT in private institutes.
The UEA UNESCO Chair Webinar Series showcases ongoing PhD research exploring issues around Adult Literacy and Learning (ALL) for Social Change.